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281.
Sarah R. Lowe Leandra GodoyJean E. Rhodes Alice S. Carter 《Journal of applied developmental psychology》2013
This study explored pathways through which hurricane-related stressors affected the psychological functioning of elementary school aged children who survived Hurricane Katrina. Participants included 184 mothers from the New Orleans area who completed assessments one year pre-disaster (Time 1), and one and three years post-disaster (Time 2 and Time 3, respectively). Mothers rated their children's behavior problems at Time 3 only (n = 251 children; 53.0% male; mean age: 10.19 years, SD = 1.68 years). A path analytic model indicated that hurricane-related stressors were associated with increased maternal psychological distress and school mobility in the first post-disaster year, which were associated with higher child internalizing and externalizing symptoms three years post-disaster. Mediation analysis indicated that hurricane-related stressors were associated with child symptoms indirectly, through their impact on maternal psychological distress. Findings underscore the importance of interventions that boost maternal and child mental health and support children through post-disaster school transitions. 相似文献
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Alice Cydell 《Behavior research methods》1970,2(2):65-66
A method of simple split-brain surgery on the rat is described. Rats were anesthetized, subjected to hypothermia, and split-brain surgery was performed. With precautions to avoid overdose of anesthetic, limit the minimal temperature to 22°C, and regulate the rate of rewarming, animals survived and on the day following surgery showed no adverse effects. No extensive tissue degeneration was found. 相似文献
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Crystal N. Bowen M. Alice Shillingsburg James E. Carr 《Journal of applied behavior analysis》2012,45(4):833-838
Mands sometimes are taught using the question “What do you want?” as a supplement to the required features of the mand relation: an establishing operation and a related consequence. Although verbal prompts have been used during mand training, they also may result in undesirable stimulus control. However, no direct empirical evidence exists to support this concern. The purpose of the present study was to compare mand training with and without supplemental questions on acquisition rate and maintenance when those questions were no longer presented. The 2 training conditions did not differ substantially in their outcomes for 2 children with autism. 相似文献
286.
Refining the theory of basic individual values 总被引:2,自引:0,他引:2
Schwartz SH Cieciuch J Vecchione M Davidov E Fischer R Beierlein C Ramos A Verkasalo M Lönnqvist JE Demirutku K Dirilen-Gumus O Konty M 《Journal of personality and social psychology》2012,103(4):663-688
We propose a refined theory of basic individual values intended to provide greater heuristic and explanatory power than the original theory of 10 values (Schwartz, 1992). The refined theory more accurately expresses the central assumption of the original theory that research has largely ignored: Values form a circular motivational continuum. The theory defines and orders 19 values on the continuum based on their compatible and conflicting motivations, expression of self-protection versus growth, and personal versus social focus. We assess the theory with a new instrument in 15 samples from 10 countries (N = 6,059). Confirmatory factor and multidimensional scaling analyses support discrimination of the 19 values, confirming the refined theory. Multidimensional scaling analyses largely support the predicted motivational order of the values. Analyses of predictive validity demonstrate that the refined values theory provides greater and more precise insight into the value underpinnings of beliefs. Each value correlates uniquely with external variables. 相似文献
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Bagner DM Rodríguez GM Blake CA Linares D Carter AS 《Clinical child and family psychology review》2012,15(2):113-128
Behavioral and emotional problems are highly prevalent in early childhood and represent an important focus of practice for
clinical child and pediatric psychologists. Although psychological or psychiatric disorders are not typically diagnosed in
children under the age of 2 years, recent research has demonstrated the appropriateness of assessing behavioral and emotional
problems during the first 2 years of life (defined throughout as “infancy”). The current paper provides a systematic review
of assessment procedures used to identify behavioral and emotional problems during infancy. Existing assessment procedures
for infants take the form of parent- or caregiver-report questionnaires, observational coding procedures, and diagnostic classification
systems. The questionnaires and observational coding procedures both had substantial psychometric evidence for use with infants,
although observational coding may have limited utility in clinical practice. The classification systems have less empirical
support for use with infants, and further research is necessary to demonstrate the appropriateness of these procedures with
infants. Utilizing the reviewed procedures to assess behavioral and emotional problems in infants can have a substantial impact
in research and practice settings, and further research is needed to determine the usefulness of these procedures in developing,
testing, and implementing preventive and early intervention programs for infants and their families. 相似文献
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